I graduated Harvard College in 2013, having studied Math, including applied math (physics/mechanical engineering and biology), and English (mostly poetry of the 17th and 20th centuries). Currently, I’m a high school teacher in a school for “twice exceptional” students, co-teaching reading, writing (including creative), history, and integrated “smath” once a week–science and math together. I was heavily involved in Harvard’s spoken word scene as co-president of the umbrella group. In 2014, I coached Harvard’s CUPSI team, and we won the award for “Pushing the Art Forward” in competition in Colorado.
I am a teacher by nature and training. I am a lover of language–specific ones and generally–by long experience. Within teaching, I have been blessed to experience pedagogy that is both academically rigorous and explicitly concerned with students’ development as moral, happy, competent and fulfilled human beings. I strive to be a teacher equally skilled and invested in facilitating students’ academic growth–going down the rabbit hole with them in any subject–and in diagnosing and working with students’ cognitive, learning and social-emotional challenges as they learn, whether they’re laid out in the DSM or an IEP or not.
Right now, I’m processing my profoundly changing experiences in two summers of CUNY’s Latin and Greek Institutes, for what they’ve given me in both language and pedagogy. My research interests–inasmuch as I have them as a teacher with the freedom to design integrated curriculum–lie in some intersection of what we call comparative literature (and I think of still as comparative philology), historical linguistics, and the history of ideas and arts, especially science. I am especially drawn to periods, like the Early Modern, before science is separated out as a professional trade and a distinct, more authoritative mode of knowledge. As a poet and a writer about poetry, I’m focused on poets who clearly use poetry as a distinct mode of inquiry into the world with its own methods, and poets who are fluent in some dialects of science as they understood the term. I want to be a “translator” not just from other natural languages, but from science into poetry, as poets like Lucretius, Hesiod, and more recently John Donne were in their day.